Robotics Projects in the Development of Cognitive Independence in Adolescents

Abstract

This article examines the development of adolescent cognitive independence through robotics projects. The analysis of the literature has revealed significant interest in innovative approaches to fostering cognitive in-dependence. It has been found that using robotics projects to foster cognitive independence in adolescents requires a systematic organization of project-based activities, which entails creating specific pedagogical conditions. The study aimed to develop and test a pedagogical technology for using robotics projects to develop cognitive independence in adolescents. To achieve this goal, theoretical analysis of psychological and pedagogical literature was used, the experience of using robotics projects in the educational process was summarized, and an empirical study was conducted using diagnostic methods (questionnaires, testing). The novelty of this study lies in the development and testing of a pedagogical technology for using robotics projects to develop adolescent cognitive independence. The technology included informational, motivational, and activity-based stages. For each stage the author proposed methods and forms for developing students' cognitive independence through robotics projects. The results of the study demonstrated the effectiveness of the proposed technology: the subjects' level of cognitive need increased, and an exploratory type of cognitive independence developed. This study expands our under-standing of the possibilities to develop adolescent cognitive independence through project-based activities and robotics.